Two fundamental insights underlie most recent researches on language development. The first is the realization that the child does not merely speak a garbled version of the adult language around him. Rather, he speaks his own language with its own characteristic patterns. Thus, it is quite appropriate to study a child as the speaker of a specific language to describe its structure by means of a "grammar". The second insight is that the child himself must act as a linguist: he/she is faced with a finite set of utterances from which he must extract the underlying rules in the remainder of his/her life. As far as the universal aspects of language are concerned, many languages must be examined all over the world, and as far as I have investigated, no systematic major study has so far been done on the acquisition of Persian. This point is supported, by the personal report obtained from Julia S. Falk (Michigan State University) who writes: "I know of no major studies on children"s acquisition of this (i.e., Persian) language, and therefore your study could provide an important contribution to knowledge ...". The subject of the study was the language performance of the author"s own child. This study took a long time to collect the required data of her daily productions. The main concern was the subject"s cognitive development to see: 1. At what stages she relates sounds to meaning. 2. Her phonomorphosyntactic and cognitive development. 3. The traces of language universals in the acquisition of Persian language compared with the facts about the universals in other languages. A careful study, that is, the precise observation, taking notes on the subject"s behaviour, and tape-recording, started when she was only seven months old and went on till she became 34 months old. For 27 months, over 700 notes were written on her productions. All sounds and sound combinations which she produced were related to certain meaningful actions: they were also recorded in four cassettes to make further checks possible. They helped me control the written notes in order to provide a more accurate phonetic transcription. Her 27-month productions have been divided up into five different stages. Each stage has clearly pictured the developmental processes of the Persian language; that is, phonomorphosyntactic and cognitive development. Each stage is provided with its related tables. Appendices A and A Cont. present the "Final -Table" introducing the subject"s phonological development from 7 to 34 months of age. Appendix "B" introduces the outline of these stages.

It is quite common in ELT to encounter positions which equate SLA with SCA. However, it is believed that a prerequisite to resolving this basic diversity is the demystification of a set of dominant misconceptions concerning language, culture and speech community. Highlighting a number of dominant misunderstandings in this relation, the present article questions the validity of SLA/SCA parallelism.

The disenchantment with the structural syllabuses instigated both the language teachers and applied linguists to come up with other more potent ways of promoting language learning and teaching. One of the manifestations of this long-cherished inclination was communicative trend towards language acquisition. To that end, tasks are one of the implementation means and realization tools of achieving fluent communication. In recent years task-based language learning and teaching has gained momentum and been widely endorsed because of its influential effect on fostering language acquisition and application.The impetus to task-based tendency originally emanated from Input Hypothesis (Krashen 1981), Interaction Hypothesis (Long 1981), and the sociocultural view of Vygotsky (1978). The first classroom adaptation of task-based approach was realized by Prabhu's (1987) procedural syllabus. His Communicational Teaching Project which was for the first time performed in secondary schools in India was profoundly task-based. Indeed, task-based teaching is deeply concerned with catering for the learners' cognitive and affective domains. It seeks to promote learners' communicative, discoursal, linguistic, strategic, and socio-cultural competence through natural, authentic, genuine, and creative activities (Moskowitz 1977). The foremost aspiration of task-based teaching is to motivate acquisition via meaning-focused and some form-focused activities (Ellis 2004). This paper endeavours to delineate the manifold dimensions of task-based teaching and learning.

The main purpose of this study is to examine if bilingual Turkish (Azerbaijani) speaking students would react differently from the Persian monolingual students to the 3rd language.Research on cognitive and metalinguistic abilities of bilingual children seems to lead to the conclusion that bilinguals might benefit more from having this specific learning experience. This theory thus generated the following research question & research hypothesis:Research Question: What is the effect of Bilingualism on the 3rd language learning?Research Hypothesis: Bilinguals would learn a third language in a different and more efficient way than monolinguals and this would be reflected in the learners written performance.Two groups of bilingual and monolingual participants, 10 students in each group were chosen randomly as the participants of this study. A number of grammatical judgment, translation and essay writing tests were administered after ten sessions of instruction on some aspects of language development. The results of the statistical analyses supported our hypothesis that there was significant difference between the bilinguals and monolinguals performances.This paper concludes that, in learning L3, bilinguals derive more benefit from their special learning experience of L2 language than monolinguals with the help of their better developed metalinguistic awareness.

Approximately 10% of male factor infertility is caused by azoospermia, and nearly two thirds of these patients have nonobstructive azoospermia (NOA). Before intracytoplasmic sperm injection (ICSI), they were hopeless, but nowadays with the advent and improvement in ICSI, these men have the opportunity of using in vitro fertilization (IVF). As experience has been gained, increasing numbers of men who have NOA are having sperm retrieved from their testes and used for ICSI/IVF. Although various degrees of NOA, from Sertoli cell–only syndrome to hypospermatogenesis, can be treated in this fashion, it seems that the more advanced the spermatogenesis on diagnostic biopsy, the greater is the chance of recovering mature sperm.This article reviews the various sperm retrieval techniques, discussing the advantages and disadvantages and the outcomes of each. Predictive factors for sperm retrieval are presented, as are some of the controversies that exist regarding sperm acquisition in NOA.

The purpose of this research is theory building about succeeding through R&D collaborations in defense industries. The grounded theory strategy, used in this research, will help to analyze this phenomenon in terms of its core category, context, strategies and conditions. In summery the result of this research is presented in terms of «acquisition Competency» theory. The theory reveals that new product development and industrial renewal in defense industries depends on networking, aligning and fertilizing of capabilities. «acquisition Competency» emerges in recreation of defense industries value stream and results identification, combination, focalizing of defragmented capacity and capability within and beyond defense industries. By developing «acquisition Competency» existent capacities and capabilities will be reorganized in «knowledge based cores and wide capable networks» array and then exchange together in which effective whole weapon system is created in expected time, cost. Quality and flexibility.